Why? This important question was asked today by a parent. I will give a general answer and continue to explain more things in detail over the next few months. Why are we doing the things we are doing in a Waldorf kindergarten?

I will start with a verse from Rudolf Steiner, which keeps me always on track:

To wonder at beauty
Stand guard over truth
Look up to the noble
Resolve on the good
This leadeth us truly
To purpose in living
To right in our doing
To peace in our feeling
To light in our thinking
This teaches us trust
In the workings of God
In the width of the world
In the depth of the soul

The baby is born into this world — the child brings for us the wonder at beauty, the miracle of this being which represents both parents, the image of love. Now it is our turn to create the beautiful surrounding for this earthly being first in our home, in our circle of friends, and in our choice of school.

Most parents need to have a look, get a feeling, and make a connection to the teacher. Waldorf parents usually follow all three of these steps, while others are often frightened by the “different” look of this learning environment. The physical environment is generally rounded and soft because of the natural materials used. The corners, which by many adults are remembered as the time out spaces (at least during my school years – there were always a few boys who had to stand in the corner), are often draped to give a more embracing feeling to this space. The feeling of a family-type living space, especially with mixed ages, is very apparent and appealing to some while frightening to others.

A state inspector asked once how I deal with conflict, since she couldn’t witness any incidents during her one-hour visit. I replied that I could plan a conflict-resolution puppet show for her next visit, which would show the children’s ability to deal with conflict. It is the steady rhythm, the singing voice of the teacher, the set-up of the room and materials used which instill a sense of harmony for the child. The season table is like a child’s altar, since we are not using it for play, but display the beauty of the season in which we live in. This honoring of the Earth is carried forth during the blessings before we eat our food. The birthday of the individual child is also a ceremony in itself, with the focus on the story of the child. Every story is unique, the handmade gift for every child (made by the teacher) holds all the loving and caring thoughts which the teacher has for this precious being.

This brings us to the Parent-Teacher Connection. This is an important part in Waldorf Early Childhood education, since the young child is held through this trusting relationship. The most important question is: “Does the teacher know my child?” This is important in order for the child to unfold in her own true being.

In the imaginary-movement circle (e.g. “We all fly like eagles”), the young child has the ability to become like the eagle who soars above and turn into the bear who lives in the cave. Movement patterns build the brain and create the foundation for later learning. This is also the case with the “real housework” (e.g. sweeping, cleaning windows); if the children experience these tasks as part of life rather than “the boring work,” they will become great helpers in years to come. In kindergarten these tasks are special, and springtime cleaning is part of the curriculum.

Why do we draw with beeswax crayons? We use materials that are high quality and are gifts from Mother Nature (beeswax). The watercolor paper is always wet before we paint so the colors can flow. There is always a story told before painting. The paintbrush dances on tippy toes — this little song helps the children with the use of the brush. In the beginning we paint with only one color and the child has the ability to establish a relationship – imagine the loving warmth that yellow can bring. The children are able to discover many new colors with the three base colors. The world of beauty is before us. Everything is connected, starting from the lighting of the candle, to the watercolor fairy song, to the way the paper is handed out — the paintbrushes hop around and the fairies are dancing over the paper with the help of the gentle hand from the child. Every painting is different; every child expresses its own beauty.

When we sew we sing the song: “The thread follows the needle, the thread follows the needle. In and out the needle goes as mother mends the children’s clothes.” We stitch ornaments, make doll clothes, and the older children make their own doll babies before going into first grade. Sewing and finger knitting are repetitive exercises that strengthen the fine motor skill. Older children often help the younger ones. Many projects are started by the enthusiasm of the students, such as treasure pouches or gnome slippers. The value for material and clothing stays with the students. Several of my kindergarten students designed dress jackets and a quilt for their 8th-grade project. The love for this activity was still visible in this work many years later.

For modeling with beeswax – a precious gift that softens through the warm hands of the young child – much patience is needed, because it does not warm up instantly. I usually hand it out before a story with the poem: “Busy, busy bee, busy bee made wax for me. What I make you will see!” To make a ball or a berry can be a challenging task, and as the child grows older she will be able to model animals.

Cooking — Stone Soup — in our class it is a community project. We bring vegetables to share and scrub, peel and cut together. The children often play restaurant thereafter. Everyone eats soup on soup day, some more some less – this is what we have today! Monday is Rice Day; Tuesday, Soup; Wednesday, Corn; Thursday, Oatmeal; and Friday, Quinoa. This rhythm helps the children to keep track of the day of the week. It becomes a bodily memory. Time is memorized through the steady rhythm of the day. This helps the child to internally set the clock. t gives the body a sense of relief. Stress is only visible when our daily rhythm is off. A sensitive child can get very distressed by this. “Rhythm creates strength.”

Why aren’t we teaching time and having them wear watches? I have been raised with a Waldorf method around this question, meaning a steady life rhythm. To this day I can be in a place on time without stressing, for it lives in me. We are striving to have this timeliness live within the child rather than creating an outer stress factor by paying attention to the watch and worrying whether it is right or wrong.

Why aren’t we teaching to read in kindergarten? We create an environment of beauty that allows the child to create pictures and express stories that haven’t been told yet. Coming to earth and adjusting to family, friends, and school is a lot of work. Learning “who am I” and “who is the other” are big tasks that can easily be forgotten when the child is brought into reading too early. For the child, to sit with a book might be the easier task — because it is hard work to learn to read the world around you. Many adults go to therapy in their later years to accomplish this challenging task. Remember Einstein’s words: “Imagination is more important than knowledge.” He actually learned to read rather late in life!

Why aren’t we teaching to write? The child is playing with letters in kindergarten, and the older ones write their names and recognize the names of their playmates. The real connection to each individual letter is taught in 1st grade, where the A is the angel and the B the Bear. The child composes stories and learns to read through her own writing. A kindergarten student once told me, “When I am grown up, I will write a book about you!” She knew the power of the written word. The high school essays of my former kindergarten students, who have learned to write in first grade, are composed of words that have a deeper sense. For example, a student wrote an essay on dance, and although this was not her strength in her physical body, she was able to describe the experience like the most accomplished dancer. Written language is a powerful tool that can only be strengthened through the imaginary forces developed in a playful early-childhood setting.

Why aren’t we teaching math? It lives in the world around us. How many cups are on the table? Four children need to use three swings — the oldest one says, “I know: we need to take turns!” I need three capes and five hats for the play…. The consciousness is brought to math in the first grade — delight and joy of discovery are the powerful foundation stones laid in the kindergarten realm.

Why aren’t we teaching science and physics? It becomes part of our lives in the baking of the bread. When we watch the yeast rise, in the Jack Frost paintings during winter, in the play with the teeter-totter, in the growing of the plants — magical experiences in our daily work and play.

Why aren’t we focusing on competition? In the second year, often revered to as the terrible twos, the child comes into the “I-am!” –– an important stage for self-development. The 3-year-old child learns to play next to a friend, and the four-year old is getting ready for the bigger group experience. The five-to-six-year-old child learns to establish her status in a social group. The feeling of “belonging” is very important at this stage and gives a powerful tool for years to come. The group does not isolate the slow one or acknowledge the fast and forgets about the in-between.

In kindergarten the teacher leads the children like a flock of birds, changing formation here and there, teaching the slow ones to hurry, the fast ones to slow down, the in-between ones to find their place in front or behind as well — ultimately to help every child develop at their own pace and the group to be acknowledged for the ability to move together. There is no pressure on the individual child. The most important message is: “No one is ever left behind. Everyone is important. We can do it!” If you see Waldorf students at the medieval games in sixth grade, you will know if they came through the Waldorf kindergarten — the kindness you will see, true leadership and compassion for friends who need help, is outstanding.

Why are we so positive in such desperate times? The world is in fear of 2012. Catastrophes happen all around the world. Taos experiences extreme challenges. Personal challenges become more intense…. In kindergarten we teach about beauty. We establish trust in the world around us. Our work has purpose. Every day we make a difference! We learn to live with one another in a harmonious way. Nap time is a time to rest, listen to the harp, let go — in-breathing in the middle of a long day. Embracing sadness, loss, anger, joy; celebrating every season, every individual life; playing with the nature spirits; acknowledging the food we eat; growing our own garden; working hard; resting and have fun together — this work is healing for the planet and our human species. The knowledge we gain in kindergarten will help our children to move into a future on this beautiful planet Earth, which we will care for with your help and support.

Why am I a Waldorf kindergarten teacher? I believe that Early Childhood is the foundation for all later learning. I am a musician, an artist, a storyteller, a nurse, a farmer; and I can be all those things in my work, which I love most of all, a kindergardener (the German word for Early Childhood Teacher). I co-founded our school because I wanted a community for my own children and I could not embrace any other school systems. This kind of school was part of my life and continues to carry me through my life-changing experiences. Lantern-walk, Advent-Spiral, and May-fair will always be part of my children’s traditions, which help them to walk forth in their life on the North American continent far away from their ancestral roots.

I wish for enough funds to build a school that can become community to all those who truly long for it — without financial stress, free of government and church regulations, sustaining, healing, and empowering.

Silke Markowski
Co –Founder of CDS
Gnomes Kindergarten teacher

Gala Dinner with Silent and Live Auctions. Please support our 2010 Gala Dinner with Silent and Live Auctions to be held at the Trading Post Café and Gallery in Ranchos de Taos on Wednesday March 31, 2010 from 5—9 PM. Silent Auction, hors d’oeuvres and cash bar starting at 5 PM, 4 courses dinner and live auction start at 7 PM. Choice of tickets: $100 tickets for hors d’oeuvres, salad, dinner, dessert and coffee plus silent and live auction and cash bar. Or $25 tickets for silent auction, hors d’oeuvres and cash bar only. Please make a tax-deductible donation or donate an item or services for our silent and live auctions at this event. You will receive a tax-deductible receipt and your name or the name of your business will be displayed in appreciation of your support both at the event and in the publicity for and after the event including newspaper ads, the school’s newsletters and website. All proceeds from this event will be used in supporting the Taos Country Day School’s scholarship programs. This is a fundraiser run by volunteers. Purchase tickets here. Tickets will be sent to the address provided at checkout.